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Artykuły w czasopismach na temat "Emotional"
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Milenkovic, Ana. "The conceptualisation of primary emotions in the Serbian language (The case of verbs expressing joy, sadness, fear and anger)". Juznoslovenski filolog 77, nr 1 (2021): 163–85. http://dx.doi.org/10.2298/jfi2101163m.
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The paper analyses the conceptual mechanisms underlying the development of secondary emotional meanings of ?non-emotional? verbs (in relation to their primary meaning). Being abstract, psychological entities, emotions are formalised and expressed by linguistic means using emotional lexis. Emotional verbs represent a type of this lexis: they denote emotions, emotional relationships and processes, emotional expression and an emotional situation as a whole. The research material consists of 92 verbs which are classified according to two criteria: a. the semantic role of the experiencer, i.e. whether the verbs denote experiencing or provoking an emotion (emotionally-active and emotionally-passive verbs) and b. the criterion of the primary emotion, i.e. whether the verbs belong to the emotional domain of joy, sorrow, fear or anger. The analysis showed that emotions are conceptualised by specific emotional metaphors, based on the pleasure: discomfort distinction. The primary metaphor MAN IS THE CONTAINER FOR EMOTIONS and the general metonymic rule PHYSIOLOGICAL MANIFESTATIONS OF EMOTIONS ARE THE EMOTION ITSELF, represent general mechanisms for the conceptualisation of secondary emotional meanings of verbs. It has also been shown that a certain type of a verb?s primary meaning potentially develops a certain secondary emotional meaning; in other words, each primary emotion has an intrinsic source domain which concretises its abstract meanings.
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Denham, Susanne Ayers, i Hideko Hamada Bassett. "Early childhood teachers’ socialization of children’s emotional competence". Journal of Research in Innovative Teaching & Learning 12, nr 2 (14.08.2019): 133–50. http://dx.doi.org/10.1108/jrit-01-2019-0007.
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Purpose Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue. Design/methodology/approach Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures. Findings Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms. Research limitations/implications Applications to teacher professional development, and both limitations and suggestions for future research are considered. Originality/value This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.
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Kiishi, Vina Dooshima. "The Role of Emotional Intelligence in Effective Leadership and Its Impact on Team Performance: A Study of the University of Ibadan, Nigeria". International Journal of Business and Management Review 12, nr 2 (15.02.2024): 75–138. http://dx.doi.org/10.37745/ijbmr.2013/vol12n275138.
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This study aimed to investigate the impact of emotional intelligence on leadership effectiveness in the University of Ibadan, Nigeria. The emotional intelligence model used in this study consisted of four sub-variables: self-emotion appraisal, others emotion appraisal, regulation of emotions, and use of emotions. The study found that emotional intelligence has a strong positive and significant relationship with leadership effectiveness. The results of the regression analysis showed that emotional intelligence positively relates to leadership effectiveness. The study concluded that emotional intelligence is an indicator of leadership effectiveness, and employees in the University of Ibadan, Nigeria are emotionally intelligent. Self-emotion appraisal and use of emotion were the most emotional intelligence factors impacting leadership effectiveness in the organization. On the other hand, emotion regulation seemed to be difficult to control, thus it’s the least factor in affecting leaders' effectiveness. The findings further show that use of emotion accounts for more of the variance in leadership effectiveness.
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C, Akalya Devi, Karthika Renuka D, Aarshana E. Winy, P. C. Kruthikkha, Ramya P i Soundarya S. "2-D Attention Based Convolutional Recurrent Neural Network for Speech Emotion Recognition". International Journal of Informatics, Information System and Computer Engineering (INJIISCOM) 3, nr 2 (1.10.2022): 163–72. http://dx.doi.org/10.34010/injiiscom.v3i2.8409.
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Recognizing speech emotions is a formidable challenge due to the complexity of emotions. The function of Speech Emotion Recognition(SER) is significantly impacted by the effects of emotional signals retrieved from speech. The majority of emotional traits, on the other hand, are sensitive to emotionally neutral elements like the speaker, speaking manner, and gender. In this work, we postulate that computing deltas for individual features maintain useful information which is mainly relevant to emotional traits while it minimizes the loss of emotionally irrelevant components, thus leading to fewer misclassifications. Additionally, Speech Emotion Recognition(SER) commonly experiences silent and emotionally unrelated frames. The proposed technique is quite good at picking up important feature representations for emotion relevant features. So here is a two dimensional convolutional recurrent neural network that is attention-based to learn distinguishing characteristics and predict the emotions. The Mel-spectrogram is used for feature extraction. The suggested technique is conducted on IEMOCAP dataset and it has better performance, with 68% accuracy value.
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Tereskinas, Arturas. "Emotional Capital and Its Uses in Lithuanian Middle-Class Fathers’ Narratives". Social Sciences 11, nr 6 (15.06.2022): 261. http://dx.doi.org/10.3390/socsci11060261.
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The article examines Lithuanian middle-class fathers’ uses of emotional capital to learn which patterns of emotional engagement with children they employ in their fathering. Emotional capital is defined, in the article, as a type of interpersonal resource that consists of emotion-based knowledge and emotion-management abilities that can lead to social benefits. The 24 in-depth interviews with 35- to 48-year-old fathers show that males believe they are emotionally prepared to cope with their children’s concerns and challenges. The use of emotional capital is an attempt to strengthen their standing as fathers and gain pleasure. Emotional capital is activated by fathers regulating negative emotions and using positive emotions to speak with their children and form friendship bonds. Emotion-based knowledge, management abilities, and capacities to feel provide fathers with a sense of authority and pride. Importantly, in the interviews, it is indicated that men and women have similar emotional resources. Compared to their female partners or wives, men generally consider themselves capable of skillfully enacting emotional capital in their interactions with children.
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Sahib, Rizwan. "Emotion Work in Tabligh Jama’at Texts". Religions 13, nr 7 (7.07.2022): 632. http://dx.doi.org/10.3390/rel13070632.
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This study examines the emotional dynamics of the written and oral texts of Tabligh Jama’at—respectively, Faza’il-e-A’maal (Virtues of Good Deeds) and bayan (religious sermon). In them, the study identifies emotion work—the attempt to generate certain emotions. The study discusses how the texts’ emotion work relates to Tablighi discursive ideology (framing) and also posits several emotions that the emotion work might generate. From these findings, the study offers the idea that Tablighi emotion work contributes to transforming Muslims’ emotional sphere by attaching them emotionally to ultimate religious concerns. By enchanting Muslims’ emotional sphere and attaching Muslims to Islamic social actors, values, practices, and Islamic revivalist goals, Tablighi emotion work contributes to the social transformation of individuals and society.
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McConatha, Jasmin Tahmaseb, Frances Marshall Leone i Jill M. Armstrong. "Emotional Control in Adulthood". Psychological Reports 80, nr 2 (kwiecień 1997): 499–507. http://dx.doi.org/10.2466/pr0.1997.80.2.499.
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Although it is widely believed that emotions vary with age, there is a dearth of information on emotional experiences in later adulthood. Several researchers think that older adults experience less emotional intensity than younger people while others have suggested that aging is accompanied by a decrease in positive affect and an increase in negative emotions. Sex similarities and differences in emotionality have also been documented. This study focuses on age and sex similarities and differences in emotional control. Three hundred and twenty seven men and women aged 19 to 92 years were administered two emotion measures. The results support previous research which suggests that the control of emotions increases with age. In evaluating sex differences in emotional control, women scored as more emotionally expressive than men, a finding which is consistent with previous research. Results are discussed in relation to socioemotional selectivity theory.
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Bebko, Genna M., Bobby K. Cheon, Kevin N. Ochsner i Joan Y. Chiao. "Cultural Differences in Perceptual Strategies Underlying Emotion Regulation". Journal of Cross-Cultural Psychology 50, nr 9 (październik 2019): 1014–26. http://dx.doi.org/10.1177/0022022119876102.
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Cultural norms for the experience, expression, and regulation of emotion vary widely between individualistic and collectivistic cultures. Collectivistic cultures value conformity, social harmony, and social status hierarchies, which demand sensitivity and focus to broader social contexts, such that attention is directed to contextual emotion information to effectively function within constrained social roles and suppress incongruent personal emotions. By contrast, individualistic cultures valuing autonomy and personal aspirations are more likely to attend to central emotion information and to reappraise emotions to avoid negative emotional experience. Here we examined how culture affects perceptual strategies employed during emotion regulation, particularly during cognitive reappraisal and emotional suppression. Eye movements were measured while healthy young adult participants viewed negative International Affective Picture System (IAPS) images and regulated emotions by using either strategies of reappraisal (19 Asian American, 21 Caucasian American) or suppression (21 Asian American, 23 Caucasian American). After image viewing, participants rated how negative they felt as a measure of subjective emotional experience. Consistent with prior studies, reappraisers made lower negative valence ratings after regulating emotions than suppressers across both Asian American and Caucasian American groups. Although no cultural variation was observed in subjective emotional experience during emotion regulation, we found evidence of cultural variation in perceptual strategies used during emotion regulation. During middle and late time periods of emotional suppression, Asian American participants made significantly fewer fixations to emotionally salient areas than Caucasian American participants. These results indicate cultural variation in perceptual differences underlying emotional suppression, but not cognitive reappraisal.
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Föcker, Julia, i Brigitte Röder. "Event-Related Potentials Reveal Evidence for Late Integration of Emotional Prosody and Facial Expression in Dynamic Stimuli: An ERP Study". Multisensory Research 32, nr 6 (2019): 473–97. http://dx.doi.org/10.1163/22134808-20191332.
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Abstract The aim of the present study was to test whether multisensory interactions of emotional signals are modulated by intermodal attention and emotional valence. Faces, voices and bimodal emotionally congruent or incongruent face–voice pairs were randomly presented. The EEG was recorded while participants were instructed to detect sad emotional expressions in either faces or voices while ignoring all stimuli with another emotional expression and sad stimuli of the task irrelevant modality. Participants processed congruent sad face–voice pairs more efficiently than sad stimuli paired with an incongruent emotion and performance was higher in congruent bimodal compared to unimodal trials, irrespective of which modality was task-relevant. Event-related potentials (ERPs) to congruent emotional face–voice pairs started to differ from ERPs to incongruent emotional face–voice pairs at 180 ms after stimulus onset: Irrespectively of which modality was task-relevant, ERPs revealed a more pronounced positivity (180 ms post-stimulus) to emotionally congruent trials compared to emotionally incongruent trials if the angry emotion was presented in the attended modality. A larger negativity to incongruent compared to congruent trials was observed in the time range of 400–550 ms (N400) for all emotions (happy, neutral, angry), irrespectively of whether faces or voices were task relevant. These results suggest an automatic interaction of emotion related information.
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Rivas, Marcelo B. S., Agnes F. C. Cruvinel, Daniele P. Sacardo, Daniel U. C. Schubert, Mariana Bteshe i Marco A. de Carvalho-Filho. "All You Need Is Music: Supporting Medical Students’ Emotional Development With a Music-Based Pedagogy". Academic Medicine 99, nr 7 (22.03.2024): 741–44. http://dx.doi.org/10.1097/acm.0000000000005709.
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Abstract Problem Although the practice of medicine is often emotionally challenging, medical curricula seldom systematically address the emotional development of medical students. To fill this gap, the authors developed and evaluated an innovative pedagogical activity based on music to nurture medical students’ emotional development. The authors believe that the metaphoric nature of music offers an efficient venue for exploring emotion perception, expression, and regulation. Approach The pedagogical activity Emotions in Medicine was carried out throughout 2020 and 2021 and consisted of 4 encounters to explore: (1) emotion perception, (2) emotion expression, (3) emotion regulation, and (4) the role of emotions in medical practice. During all encounters, the authors used music to evoke students’ emotions and focused the discussions on the relevance of emotions for meaningful medical practice. Emotional intelligence before and after the workshop was tested using the Schutte Self-Report Emotional Intelligence Test (SSEIT), a validated psychometric scale. Outcomes The workshop facilitated emotional connection among students and created a safe space to explore the role of emotions in medical practice. The mean total pretest SSEIT score was 110 (SD = 14.2); it increased to 116.8 (SD = 16.1) in the posttest (P < .001). This increase was true across its 4 dimensions: (1) perception of emotions, (2) management of own emotions (3) management of others’ emotions, and (4) use of emotions. Next Steps Music can be an active tool to explore the role of emotions in medical practice. It fosters students’ capacity to identify and reflect on emotions while exploring their role in patient care. Further (qualitative) research is needed to explore the mechanisms by which music facilitates learning emotion perception, expression, and regulation.
Rozprawy doktorskie na temat "Emotional"
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Svensson, Helen. "Attachment dimensions as a predictor of emotional intelligence and sociability". Thesis, Stockholms universitet, Psykologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-62733.
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One of the ways in which the attachment relationships we develop during infancy influence us throughout life is by emotion regulation. Although studies have shown that attachment orientations affect emotional functioning, the effect of attachment dimensions on overall emotional functioning and sociability has still not been investigated. The purpose of the present study was to examine if attachment dimensions predict emotional intelligence (EI) and sociability. The sample consisted of 75 psychology students at Stockholm University who completed the Attachment Style Questionnaire (ASQ; Feeney, Noller & Hanrahan, 1994) and a section of the Understanding Personal Potential (UPP; Sjöberg, 2001) that measures EI with self-report as well as performance measures, and sociability. The current data did not offer conclusive evidence for the impact of attachment on EI, but suggests that secure attachment predicts sociability. The results are discussed in relation to existing theory and a more integrative approach is suggested for future studies.
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Kehoe, Christiane Evelyne. "Parents' meta-emotion philosophy, emotional intelligence and relationship to adolescent emotional intelligence". Swinburne Research Bank, 2006. http://hdl.handle.net/1959.3/4486.
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Thesis (BA(Hons) (Psychology)) - Faculty of Life and Social Sciences, Swinburne University of Technology, 2006."July 2006". A thesis is submitted in fulfilment of the requirements for the degree Bachelor of Social Science with Honours in Psychology, [Faculty of Life and Social Sciences], Swinburne University of Technology - 2006. Typescript.
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McWeeny, Jennifer. "Knowing emotions : emotional intentionality and epistemological sense /". view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3201692.
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Thesis (Ph. D.)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 256-273). Also available for download via the World Wide Web; free to University of Oregon users.
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Dwyer, Erin. "Mastering Emotions: The Emotional Politics of Slavery". Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10408.
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Mastering Emotions: The Emotional Politics of Slavery explores how the emotions and affective norms of the Antebellum South were conditioned upon and constructed through the institution of slavery. Though slavery is a subject wrought with emotion, there has been no focus in recent historical scholarship on the affective dimensions of slavery. Studies in the history of emotion have also largely ignored slavery. My intervention in these fields reveals the ways that both slaveholders and slaves wielded fear, trust, jealousy, and affection in their interactions with one another. The project also sheds light on how the emotional norms of societies are learned and policed, manipulated and enforced. I argue that the emotions of slaveholders and slaves alike were irrevocably shaped by slavery. The daily negotiations and contestations that occurred between slaveholders and slaves through and about feelings, in conjunction with larger debates about race, freedom, and emotional norms, form the backbone of what I call the emotional politics of slavery. Mastering Emotions examines how the affective norms of slavery were taught, how emotional transgressions were punished, and the long-term impacts of those emotional norms on the affective landscape of the post-Reconstruction South. To gain insight into the emotional lives and affective experiences of enslaved people of color I use a variety of primary sources such as slave narratives, letters, and court testimony. Steeped in the mode of sentimentalism, which encouraged people to reflect upon and articulate their feelings, slaveholders revealed how they felt about their slaves, and how they believed their slaves felt, in diaries, wills, and even records of slave sales and manumissions. Studying the affective terrain of the Antebellum South provides fresh insight into the politics of slavery, revealing how those in bondage used feelings to resist slavery, and how the planter class employed emotions to enforce the institution. This project also contributes to the burgeoning field of affective history by complicating understandings of how emotions are constructed in relation to power, and how power operates in affective relations.
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Stanciu, Marian Andrei. "Emotional memory for basic emotions in amnesia". Thesis, Bangor University, 2014. https://research.bangor.ac.uk/portal/en/theses/emotional-memory-for-basic-emotions-in-amnesia(6a5048d6-86f4-41bb-be90-73fcac5a99a2).html.
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Emotions are ubiquitous in everyday life, and can often be re-experienced accurately after long periods. Emotions also have a strong mutual influence on other memory systems (most notably episodic memory), but rely on different neuroanatomical structures, and can function independently – often reported in amnesic patients. However, unlike episodic memory, many fundamental questions about the structure of emotions remain unresolved. The two most influential accounts of the organisation of affect (the dimensional and categorical theories) are surprisingly divergent, an issue not addressed by the fact that emotion memory studies tend to be based on two rather than many emotion categories. Moreover, the field lacks sophisticated empirical tools for analysing discrete emotions, and calculating their specificity. Using a novel set of controlled emotional stories, the present thesis investigated the re-experience of four discrete classes of emotion (anger, fear, sadness, and happiness) in three samples: neurologically-normal participants (N=32), Korsakoff’s syndrome patients (N=20), and age-matched controls (N=20). The results suggest that: (1) The most durable form of emotional memory encodes affective valence. Discrete emotions can be reliably re-experienced, but require stronger forms of emotion elicitation than valence. (2) Remarkably, severely amnesic Korsakoff’s syndrome patients show a preserved ability to re-experience discrete emotions, at similar levels of intensity to neurologically-normal age-matched controls. Furthermore, the intensity of discrete emotions, in patients and controls, appears to be related to core executive functions; (3) Using a novel methodological approach, it is clear that the brief experience of certain discrete emotions (e.g., happiness) also increases the specificity of other emotions (e.g., anger and fear). Thus, the present thesis provides a unique attempt to reconcile the dimensional and categorical theories of emotions, and allows the investigation of specific basic emotions, while accounting for the experience of other basic emotions.
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Kittel, Rebekka, Anne Brauhardt i Anja Hilbert. "Cognitive and emotional functioning in BED". Universitätsbibliothek Leipzig, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-205284.
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Objective: Binge-eating disorder (BED) is characterized by recurrent episodes of binge eating and is associated with eating disorder and general psychopathology and overweight/obesity. Deficits in cognitive and emotional functioning for eating disorders or obesity have been reported. However, a systematic review on cognitive and emotional functioning for individuals with BED is lacking.
Method: A systematic literature search was conducted across three databases (Medline, PubMed, and PsycINFO). Overall, n = 57 studies were included in the present review.
Results: Regarding cognitive functioning, individuals with BED consistently demonstrated higher information processing biases compared to obese and normal-weight controls in the context of disorder-related stimuli (i.e., food and body cues), whereas cognitive functioning in the context of neutral stimuli appeared to be less affected. Thus, results suggest disorder-related rather than general difficulties in cognitive functioning in BED. With respect to emotional functioning, individuals with BED reported difficulties similar to individuals with other eating disorders, with a tendency to show less severe difficulties in some domains. In addition, individuals with BED reported greater emotional deficits when compared to obese and normal-weight controls. Findings suggest general difficulties in emotional functioning in BED. Thus far, however, investigations of emotional functioning in disorder-relevant situations are lacking.
Discussion: Overall, the cross-sectional findings indicate BED to be associated with difficulties in cognitive and emotional functioning. Future research should determine the nature of these difficulties, in regards to general and disorder-related stimuli, and consider interactions of both domains to foster the development and improvement of appropriate interventions in BED.
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Hertel, Janine. "Emotional Abilities: What do different measures predict?" Doctoral thesis, Universitätsbibliothek Chemnitz, 2007. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-200702070.
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Die Arbeit gliedert sich in fünf Teile. An ein Überblickskapitel, in welchem aktuelle Modelle und Verfahren zur Erfassung Emotionaler Intelligenz vorgestellt werden, schließen sich drei empirische Studien (englischsprachig) an. In diesen werden Zusammenhänge von Fähigkeitstests und Selbstberichtverfahren zur Erfassung emotionaler Fähigkeiten in Bezug auf sozial relevante Faktoren wie Lebenszufriedenheit, Konfliktlösefähigkeiten und Freundschaft untersucht. Darüber hinaus wird geprüft, inwieweit sich Patienten verschiedener Störungsbilder von einer psychisch gesunden Kontrollgruppe als auch untereinander in ihren gezeigten emotionalen Fähigkeiten unterscheiden. Die Arbeit endet mit einer Integration der Ergebnisse dieser drei Studien. Insbesondere wird dabei auf die Probleme aktueller Verfahren zur Erfassung Emotionaler Intelligenz mittels Selbstbericht und Fähigkeitstest eingegangen. Aufgrund der konzeptionellen Nähe von Sozialer Intelligenz und Emotionaler Intelligenz werden mögliche Integrationspunkte dieser beiden Forschungsfelder benannt. Ebenso werden mögliche alternative Erfassungsmethoden aufgezeigtThis dissertation is devided into five parts. An introductory chapter explains actual self-report questionnaires and ability tests to assess emotional intelligence. The following three chapters present empirical data looking at relations between self-report measures and ability tests and important variables of social functioning like life satisfaction, conflict-management abilities, and friendship. Moreover, in another study we looked at differences between and within inpatients with different kinds of mental disorders and a clinically healthy control group. The final chapter integrates findings and conclusions focusing on the problems assessing emotional intelligence with self-report questionnaires and ability tests. As social intelligence and emotional intelligence are conceptionally related possible areas of collaborative work are discussed. Furthermore, alternative ways of assessing emotional abilities are highlighted
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Andersson, Paulina. "Älskar, älskar inte : En studie om emotionell design från teori till praktik". Thesis, Högskolan i Gävle, Avdelningen för industriell ekonomi, industridesign och maskinteknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36031.
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Detta examensarbete har gått ut på att utforska designbegreppet emotionell design i teori och praktik för att undersöka och exemplifiera hur emotionell design kan användas som ett strategiskt verktyg i syfte att förlänga produkters livslängd, och därmed dämpa konsumtionstakten av ekologiskt hållbarhetsmässiga skäl. Konsumtion är en vital del av den globala ekonomin, men med den höga konsumtionstakt vi idag håller så förbrukas jordens resurser i snabbare takt än de hinner återskapas. Många produkter ersätts långt innan deras tekniska livslängd är slut, vilket bidrar till växande avfallsmängder och överkonsumtion. Information har inhämtats genom teoretiska och kvalitativa studier, och två produktförslag som ska demonstrera hur emotionell design kan tillämpas i praktiken presenteras. Rapporten behandlar mervärdesskapande faktorer hos produkter, vilka har möjligheten att främja uppkomsten av emotionella band mellan användare och produkt, samt exemplifierar hur dessa faktorer kan se ut och verka i olika produkter. Rapporten behandlar även kort orsaker till förtida ersättande av produkter för att ge ledtrådar till vilka mekanismer som kan påverka användares beslut i ersättandeprocessen. Examensarbetet har även bidragit med ny kunskap inom emotionell design, i form av ytterligare identifierade mervärdesskapande faktorer, vilken kan vara till gagn för andra designers.This thesis has focused on exploring the concept of emotionally durable design in theory and practice to investigate and exemplify how emotionally durable design can be used as a strategic tool in order to prolong product lifetime, and thus slow down the rapid consumption rate for ecological sustainability reasons. Consumption is a vital part of the global economy, but with the rapid consumption rate we maintain today, the earth’s resources are consumed at a faster pace than they have time to recreate. Many products are replaced long before their technical lifetime has come to an end, which contributes to growing waste volumes and overconsumption. Information has been gathered through theoretical and qualitative studies, and two product proposals that demonstrate how emotionally durable design can be applied in practice are presented. The report processes value-adding factors in products, which have the potential to promote the emergence of emotional bonds between user and product, and exemplifies how these factors can look like and work in different products. The report also briefly addresses the causes of early replacement of products to provide clues as to what mechanisms may influence users’decisions in the replacement process. The thesis has also contributed new knowledge in emotionally durable design, in the form of additional identified value-adding factors, which may be of benefit to other designers.
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Blossom, Dudley. "Theoretical, methodological and analytical methods for exploring emotional episodes: Applications to consumption emotions and emotional satisfaction". Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/279998.
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Research in consumption behavior often assumes emotion to be an antecedent or consequence of consumption rather than an integral part of consumption as it occurs. Psychological approaches to emotion often magnify this issue by using a cognitive model focussed on emotion as an outcome. This paper proposes a conceptualization of emotion as a process and an integral part of the consumption experience, perhaps even the reason for the experience. The focus is not specifically on emotional outcomes and their subsequent impact on behavior but on the process by which we experience emotion in a consumption environment and how that process is affected by emotional antecedents and results in emotional outcomes. Using a process trace method, a means of understanding emotional experiences as they occur is presented. The model is tested using a multilevel analysis method that preserves the time series nature of process measures by modeling at both the individual and group levels.
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Doak, Jennifer Nicole. "The effect of character education on emotional intelligence". [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=964.
Pełny tekst źródłaKsiążki na temat "Emotional"
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Chandwani, Rajesh. Managing emotions: Emotional labor or emotional enrichment. Ahmedabad: Indian Institute of Management, 2015.
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Hatfield, Elaine. Emotional contagion. Cambridge [England]: Cambridge University Press, 1994.
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Moshe, Zeidner, i Roberts Richard D, red. Emotional intelligence: Science and myth. Cambridge, Mass: MIT Press, 2002.
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Joseph, Ciarrochi, i Mayer John D. 1953-, red. Applying emotional intelligence: A practitioner's guide. New York, NY: Psychology Press, 2007.
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AlHashemi, Suhaila. Workplace emotions: Emotional intelligence in Bahraini management. Newcastle upon Tyne, UK: Cambridge Scholars Publishing, 2012.
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1952-, Murphy Kevin R., red. A critique of emotional intelligence: What are the problems and how can they be fixed? Mahwah, N.J: Lawrence Erlbaum, 2006.
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Channer, Philip, i Tina Hope. Emotional Impact. London: Palgrave Macmillan UK, 2001. http://dx.doi.org/10.1057/9780230508842.
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Strange, Henry. Emotion and Emotional Intelligence: Everything on Emotions, Its Purpose, Misconceptions, and Facts about Emotional Intelligence. Independently Published, 2022.
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Khetpal, Prakash, i da sachin sharma. Emotional Gully: Emotional Lane. Independently Published, 2020.
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Cacioppo, John T., Elaine Hatfield i Richard L. Rapson. Emotional Contagion. Cambridge University Press, 2012.
Znajdź pełny tekst źródłaCzęści książek na temat "Emotional"
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Wadkar, Alka. "Emotions and Emotional Intelligence". W Life Skills for Wellbeing and Success, 133–52. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003430704-12.
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Hesse, Colin, i Alan C. Mikkelson. "Emotion and Emotional Communication". W The Handbook of Communication Science and Biology, 295–307. New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351235587-25.
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Müllner, Markus, i Caroline Müllner. "Emotionen und emotionale Intelligenz". W Emotional intelligent führen, 15–23. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-33219-8_3.
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Tappolet, Christine. "Emotions, Perceptions, and Emotional Illusions". W Perceptual Illusions, 205–22. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230365292_12.
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Longo, Mariano. "Action, emotions and emotional control". W Emotions through Literature, 87–113. First edition. | Oxon, New York: Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9781315211114-5.
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Lönngren, Johanna, i Maria Berge. "Positioning, Emotions, and Emotional Positioning". W The Routledge International Handbook of Positioning Theory, 424–37. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003288305-26.
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Bekerman, Zvi, i Michalinos Zembylas. "Emotion, Emotional Intelligence and Motivation". W Psychologized Language in Education, 67–78. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-54937-2_8.
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Pérez, Diana I., i Antoni Gomila. "Emotional engagement and emotion attribution". W Social Cognition and the Second Person in Human Interaction, 79–93. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003133155-5.
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Stevens, Francis L. "Emotional Regulation/Coping with Emotion". W Affective Neuroscience in Psychotherapy, 112–17. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003150893-8.
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Baxter, Jane Eva. "Emotional Practice and Emotional Archaeology". W Archaeologies of the Heart, 125–40. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36350-5_9.
Pełny tekst źródłaStreszczenia konferencji na temat "Emotional"
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Kotluk, Nihat, i Roland Tormey. "Emotional empathy and engineering students’moral reasoning". W SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1124.
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Although engineering education is often characterized as a principally rational activity, research suggests that emotions are vital for learning at all levels of education. In ethics education in particular, there is evidence that including mild emotional information in case studies can enhance learning. Evidence also suggests that specific emotions such as guilt and shame can impact on motivation to act in ethical scenarios. The place of emotions in ethics education remains controversial, however, since emotion can be perceived as a source of bias rather than as a valuable factor in learning and in motivating action. While some specific emotions have been explored in ethics research, there is a lack of empirical research addressing the relationship between ethical judgement and emotional empathy. In this research, therefore, we aimed to investigate the impact of mild emotional empathy on engineering students' ethical judgements. We conducted this study as an experimental design with 305 participants in two groups. Both groups took a modified version of the Engineering and Sciences Issues Test (ESIT) with an experimental group in which we induced a low level of emotional empathy and an emotionally neutral control group. Results show that a low level of emotional empathy does not impact participants' ethical decisions/judgments. Since the prior research evidence suggest that low level of emotional content improves learning, and given that it does not introduce biases in moral reasoning, we conclude it would make sense to include a low level of emotional content into ethics case studies.
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Joshi, Prachi, Hirak Banerjee, Avdhoot V Muli, Aurobinda Routray i Priyadarshi Patniak. "Study of Emotional contagion through Thermal Imaging: A pilot study using noninvasive measures in young adults". W 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004755.
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Emotional contagion, the process of unconsciously mirroring others’ emotions [6], occurs through various channels including facial expressions, vocal tone, and body language, influencing social interactions and responses to cultural stimuli like music and movies [3], [4], [1]. Facial expressions, analyzed using the Facial Action Coding System (FACS), provide insights into emotional transmission [2]. Thermal imaging, a technique for measuring facial temperature changes, offers a noninvasive method to study emotional responses [5]. However, the facial thermal response to emotional contagion remains understudied. This study aims to investigate how emotional contagion affects facial blood flow among highly emotionally contagious individuals, identified using noninvasive measures. Thermal imaging will capture temperature changes across ten designated facial regions of interest (ROIs), shed-ding light on facial muscle activation. By interpreting temperature variations in these ROIs, researchers seek to understand the physiological processes underlying emotional contagion. Previous studies have shown inconsistent findings regarding facial temperature changes during emotions like fear and joy, highlighting the need for further investigation. This research aims to clarify these discrepancies and advance our understanding of facial thermal responses to emotional contagion, contributing to the broader field of emotion research and potentially informing therapeutic interventions and communication strategies.Initially, Eighteen participants participated in the study. Two groups of standardized emotionally contagious video stimuli (Happy, Fear) were used to induce emotional contagion.The videos started with a one-minute relaxing clip to help participants achieve a neutral emotional state before watching the emotional contagion clips. Following the two-minute emotional contagion video, a blank screen was displayed for one minute to observe the aftereffects of the emotional contagion on participants. Facial temperature was recorded from Fluke Ti 400, and facial expressions were recorded from the webcam. Participants were asked to fill out an emotion-intensity feedback form to rate the experienced emotion and its intensity during video stimuli. Eight participants’ data was removed from further analysis because of inconsistencies. Out of the remaining ten, we further shortlisted five highly emotionally contagious participants with the help of the emotional contagion scale. Ninety baseline and arousal thermal images (10 seconds each) were identified and analyzed using FACS. Ten important regions of interest(ROIs) were selected for facial thermal variations. The interpretation of temperature patterns on selected ROIs produces a physiological time series signal, reflecting changes in blood flow associated with emotional responses. As previously discussed, blood flow radiates across the blood vessels when an emotion happens, which is why a gradual shift in the baseline occurs when an emotion takes place. To assess significant differences in facial thermal temperatures from baseline to emotional contagion, the Mann-Whitney U test and average temperature differences were used. During both emotions (fear and joy), the temperature of the nose decreased on the faces of participants. However, during fear, the temperature dropped in the forehead, left eye corner, and right cheek, while during joy, it increased in the left eye upper region. Additionally, while in fear, the left eye upper, right eye upper, and nose exhibited decreased temperatures, whereas during joy, the forehead, left and right eye corners and nose showed reduced temperatures. Mann Whitney U test showed significant emotional arousal in all the ROIs. Only the right eye corner and left cheek in two participants during fear and the right eye corner during joy in one participant was showing insignificant differences.[1] Amy Coplan. Catching characters emotions: Emotional contagion responses to narrative fiction film. Film Studies, 8(1):26–38, 2006.[2] Paul Ekman. Facial expression and emotion. American psychologist, 48(4):384,1993[3] [3]Carolina Herrando and Efthymios Constantinides. Emotional contagion: a brief overview and future directions. Frontiers in psychology, 12:2881, 2021[4]Giuliana Isabella and Hamilton C. Carvalho.Chapter 4 - emotional contagion and socialization: Reflection on virtual interaction. In Sharon Y. Tettegah and Dorothy L. Espelage, editors, Emotions, Technology, and Behaviors, Emotions and Technology, pages 63–82. Academic Press, San Diego, 2016 [5]Sophie Jarlier, Didier Grandjean, Sylvain Delplanque, Karim N’diaye, Isabelle Cayeux, Maria Ines Velazco, David Sander, Patrik Vuilleumier, and Klaus R. Scherer. Thermal analysis of facial muscles contractions. IEEE Transactions on Affective Computing, 2:2–9, 2011.Eliska Prochazkova and Mariska [6]E. Kret. Connecting minds and sharing emotions through mimicry,Neuroscience Biobehavioral Reviews2017
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Esau, Natascha, Lisa Kleinjohann i Bernd Kleinjohann. "Emotional Competence in Human-Robot Communication". W ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-49409.
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Since emotional competence is an important factor in human communication, it will certainly also improve communication between humans and robots or other machines. Emotional competence is defined by the aspects emotion recognition, emotion representation, emotion regulation and emotional behavior. In this paper we present how these aspects are intergrated into the architecture of the robot head MEXI. MEXI is able to recognize emotions from facial expressions and prosody of natural speech and represents its internal state made up of emotions and drives by according facial expressions, head movements and speech utterances. For its emotions and drives internal and external regulation mechanisms are realized. Furthermore, this internal state and its perceptions, including the emotions recognized at its human counterpart, are used by MEXI to control its actions. Thereby MEXI can react adequately in an emotional communication.
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Tivatansakula, Somchanok, Gantaphon Chalumpornb i Supadchaya Puangpontipb. "Healthcare System Focusing on Emotional Aspect Using Augmented Reality: Emotion Detection by Facial Expression". W Applied Human Factors and Ergonomics Conference. AHFE International, 2021. http://dx.doi.org/10.54941/ahfe100521.
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Current research includes many proposals of systems that provide assistances and services to people in the healthcare fields; however, these systems emphasize the support physical rather than emotional aspects. Emotional health is as important as physical health. Negative emotional health can lead to social or mental health problems. To cope with negative emotional health in daily life, we propose a healthcare system that focuses on emotional aspects. This system provides services to improve user emotion. To improve user emotion, we need to recognize users’ current emotional state. Therefore, our system integrates emotion detection to suggest the appropriate service. This system is designed as a web-based system. While users use the system, facial expression and speech are detected and analyzed and to determine the users’ emotions. When negative emotions are detected, our system suggests that the users take a break by providing services (designed to provide relaxation, amusement and excitement services) with augmented reality and Kinect to improve their emotional state. This paper focuses on feature extraction and classification of emotion detection by facial expression recognition.
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Leila, Dr Hamdada, i Dr Benkouider Amina. "THE IMPORTANCE OF THE EMOTIONAL DIMENSION IN PRODUCTS DESIGN". W III. The International Research Scientific Congress of Humanities and Social Sciences. Rimar Academy, 2023. http://dx.doi.org/10.47832/ist.con3-1.
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The current study aims to highlight the importance of the emotional and affective aspects in products design, as design based on emotions is a relatively recent trend in the field of product design, and it stems from the idea that the contemporary consumer no longer cares only about the product and its content or function, but rather what it raises Products of positive emotions motivate him and improve his quality of life (of course along with the functional requirements of the product). The emotional dimension of the product would be an important factor in the success of marketing the product more than the functional aspect because it affects the consumer's decision to buy the product. Accordingly, emotional content-oriented design has gained great importance in design practices and design research, and this is what this scientific paper sought to highlight by discussing a group of theoretical and empirical literature, starting with highlighting the concept of both emotion and emotional design, then emotional design theories in addition to the classification and characteristics The emotions of the product, as well as the criteria for selecting the product, and finally the methods of incorporating the emotion into the product
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Fan, Xiaoli, Hua Guo, Feng Wu i Shuyu Shao. "Effectiveness Evaluation of Video Evoked Target-Emotion Method". W AHFE 2023 Hawaii Edition. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004294.
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This paper mainly evaluates and studies the effectiveness of video to induce five target emotions: happiness, sadness, relaxation, fear and neutrality, providing theoretical basis and guiding significance for better application of such methods in emotion-related research in the future. This study adopted the methods of desktop research, subjective self-evaluation and expert evaluation to collect and screen out 20 emotion-inducing video materials from major mainstream video websites. On this basis, a reasonable emotion-inducing experiment paradigm was designed: First, the guidance was presented, and then the video clips were played to induce the target emotions. After each video, the subjects were required to complete the evaluation of the perception and experience. In order to avoid the mutual influence of the emotional states of different video clips, the subjects were required to rest and recover during the interval before starting the next trial. As for the rules of subjective self-evaluation of emotions, referring to the report questionnaire containing multiple emotional dimensions used by Gross to evaluate movie clips, this paper selects 10 relevant dimensions to form a questionnaire, including happiness, arousal, fear, happiness, interest, pain, relaxation, sadness, surprise and tension, and finally collects the emotional dimensions induced by videos and the corresponding emotional intensity. The emotional intensity was scored by Likert 9-point scoring method. The subjective evaluation data of 68 subjects were collected in the formal experiment. The intensity and differentiation of target emotion were used as the evaluation indexes of the effectiveness of emotion induced by video materials in the paper. Emotional intensity refers to the score of emotional intensity of subjects in the subjective evaluation process, and the hit rate is used to represent the differentiation degree of emotional induction, specifically referring to the ratio of the number of subjects whose score difference of target emotion is higher than that of non-target emotion by ≥1 point to the total number of subjects. Taking the video clip with the most successful target emotion induction as an example, it is found that the target emotion evoked hit rate of these videos is greater than 50% through calculation, indicating that the target emotion evoked is relatively concentrated. In order to further test the effectiveness of emotional induction of video materials, the emotional dimension in the subjective evaluation data was taken as the independent variable, and the corresponding score value was taken as the dependent variable. One-way ANOVA and LSD post test were performed on the subjective score value of each target emotion-induced video material. The results showed that different video materials would produce higher intensity in several emotional dimensions (P<0.05) after emotional induction, but in contrast, the score of target emotion dimension was significantly higher than that of other emotional dimensions, indicating the effectiveness of video in inducing target emotion. This study has a certain reference value for the establishment of emotion database and the effective induction of laboratory emotion in the future emotional research.
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Liu, Zhao, Huan Zhang, Taide Tan, Changxiong Qin i Jing Fan. "A Cellular Automaton Model and its Application on Emotional Infections". W ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-36136.
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Emotional contagion has been a focus problem in the current fields of psychology and organizational behavior. Based on the theoretical analysis of the emotional contagion mechanisms and probabilistic theory, a cellular automaton (CA) model has been proposed to simulate the process of emotional contagion. And with the help of this CA model, we study the gross features of employees’ positive emotions in the evolution of emotional contagion and explore the effects of employees’ ability to transport emotion susceptibility and intimacy on the reaction process. The results indicate that employees’ ability to transport positive emotion susceptibility and intimacy are positive related to the emotional contagion between employees.
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Ho, Amic, i Ruth Chau. "Exploring the Role of City Environment in Meeting Emotional Needs of Individuals". W 10th International Conference on Human Interaction and Emerging Technologies (IHIET 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004169.
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The influence of city environments on individuals' emotional states and overall welfare is considerable. This research aims to examine the correlation between city environments, dynamic requirements, and the experience of city ambience. Researchers can contribute to developing emotionally supportive and sustainable cities by investigating how city environments can meet or hinder individuals' emotional needs. The central focus of this study pathway revolves around comprehending the emotional needs within city contexts. The emotional needs that individuals strive to fulfil within city environments and examine the variations in these needs among different demographic categories and cultural contexts. city planners and designers can enhance their ability to address the diverse emotional experiences of city residents by acknowledging and understanding these emotional needs. An integral aspect of this field of study pertains to the impact of city design on individuals' emotional well-being. Researchers can analyze the impact of the physical characteristics of city environments, including their layout, architecture, and amenities, on individuals' emotional experiences. This entails examining design elements that foster positive emotions and those that may elicit negative emotions or emotional strain. The comprehension of the impact of city design on emotional well-being enables city planners to construct environments that foster positive feelings and mitigate negative emotional states. The influence of social connections on the perception of city environments is significant. The impact of social relationships and community engagement on individuals' emotional experiences within city environments is examined. Researchers can inform the establishment of inclusive and cohesive city communities by investigating factors contributing to a sense of belonging, connectivity, and social support. The examination of social networks and engagement holds the potential for facilitating the cultivation of positive city emotions and fostering enhanced well-being within individuals.Another crucial area of study pertains to the impact of natural elements on the city environment. The impact of integrating natural elements, such as green spaces, water features, and natural lighting, on enhancing individuals' mental well-being within city environments is investigated. Gaining insight into the influence of nature on emotional experiences can facilitate the integration of natural elements into city designs by city designers, thereby enhancing positive emotions, reducing stress levels, and fostering overall well-being. Furthermore, an analysis will be conducted to explore the impact of technology on the emotional state of city environments. This research domain explores the effects of digital technology and smart city solutions on individuals' emotional encounters within city environments. The objective is to ascertain the potential of technology in enhancing positive emotions, providing emotional support, and meeting emotional needs within city environments. This knowledge can potentially contribute to advancing technological interventions to improve city well-being and quality of life.This research domain proposes utilising a mixed-method methodology for collecting both quantitative and qualitative data pertaining to individuals' emotional encounters within city environments. This approach encompasses the use of surveys, interviews, observational studies, as well as innovative data collection instruments. The findings of this study can be utilised by city planners, architects, legislators, and city developers to create emotionally supportive, livable, and sustainable cities. This research result provides a scholarly contribution to the field of city design and development by examining the relationship between city environments, emotional requirements, and the overall emotional well-being of individuals residing in cities. The comprehension and resolution of individuals' emotional requirements within city environments can potentially foster cities that are more inclusive, vibrant, and emotionally fulfilling for all residents.
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Vakulenko, Svitlana. "The role of the emotional component in the professional activity of social work specialists during the war". W Sociology – Social Work and Social Welfare: Regulation of Social Problems. Видавець ФОП Марченко Т.В., 2023. http://dx.doi.org/10.23939/sosrsw2023.159.
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Background: The majority of emotional experiences arise in response to the satisfaction or dissatisfaction of personal needs. Hence, one cannot ignore the person’s emotional experiences in the study of his/her social behavior. Models for explaining social actions and social processes that ignore the actors’ emotions cannot be considered relevant. Purpose: To investigate, on the basis of concepts of «emotion work» and «emotional labor» by A.R. Hochschild the role of the emotional component in the professional activity of social work specialists during the war. since social work is based on deep action (according to A.R. Hochschild’s classification) and the presence of certain personal qualities, which is manifested in some features inherent in this profession. Methods: The theoretical method of research was to analyze the documents used to study the works of scientists who researched the social nature of emotions: on the one hand, they are the results of social processes that require sociological explanation; on the other, they function as causes of the social processes, necessary to explain the very principles of social behavior. Conclusion: In the social workers professional activities, emotions are important. Due to the activities specifics, professionals are often required to imitate certain emotions (perform emotion work). At the same time, social work involves the implementation of including emotional labor, which is based on deep action (according to the classification of A.R. Hochschild) and the presence of certain personal qualities associated with the profession characteristics. Keywords: social work, social work specialists, professional activity, emotional labour, emotional work.
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Slavić, Agneš, Maja Strugar Jelača, Nemanja Berber i Radmila Bjekić. "The Relationship between Managers’ Emotional Competencies and Organizations’ Financial Performances". W Seventh International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/limen.s.p.2021.59.
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The topic of emotional intelligence has attracted considerable interest from both academics and practitioners. Emotionally intelligent leaders have the ability to express, understand and regulate their own as well as others’ emotions. Previous evidence suggests that emotionally intelligent leaders play a crucial role in encouraging employees to perform at their best at work, which in turn can improve the financial performance of the organization. Still, there is little empirical evidence to support these claims from developing countries. Therefore, the research question of this paper is: Which of the leaders’ emotional competencies are required for outstanding financial performance of the organization? In this study, emotional competencies are analyzed through the self-awareness and self-management clusters. This study proposed and tested the relationship between managers’ emotional competencies and an organization’s financial performances, such as growth in profits, profitability, return on assets (ROA) and return on equity (ROE). Empirical data were obtained via a questionnaire survey involving 300 employees from 80 organizations in the Republic of Serbia. The methodology used in the study is a well-known ESCI questionnaire. The findings revealed a weak positive correlation among emotional self-awareness, aspiration for success and adaptability as emotional intelligence competencies and financial performances, whereas emotional self-control and optimism did not have any statistically significant relationship with financial performances. The results provide implications regarding the development of emotionally intelligent leaders, supporting emotional competence at the organizations.
Raporty organizacyjne na temat "Emotional"
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Henninger, Amy E., Eric Chown i Randy Jones. Emotional Synthetic Forces. Fort Belvoir, VA: Defense Technical Information Center, lipiec 2004. http://dx.doi.org/10.21236/ada426234.
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Gratch, Jonathan, i Stacy Marsella. Tears and Fears: Modeling Emotions and Emotional Behaviors in Synthetic Agents. Fort Belvoir, VA: Defense Technical Information Center, styczeń 2001. http://dx.doi.org/10.21236/ada459328.
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Brawner, Lydia. Embracing the Emotional Landscape. Ames (Iowa): Iowa State University, styczeń 2014. http://dx.doi.org/10.31274/cc-20240624-615.
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Green, Crystal, i Clara García-Millán. Spotlight: Social & Emotional Learnin. HundrED, listopad 2021. http://dx.doi.org/10.58261/cqtm5329.
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The COVID-19 pandemic has renewed a global discussion of the importance of schools and teachers for supporting children social and emotional learning. Policymakers, school administrators, and teachers are working to reconceptualise approaches to teaching and learning that help students develop skills for setting goals, managing behaviour, and building relationships, within and beyond the classroom. In order for education systems to truly develop the broad set of competencies young people need to thrive socially, academically, and professionally, students need to develop a range of social and emotional skills. Social and emotional skills help us to handle our impulses, manage and speak about emotions, and build healthy relationships. After the mass trauma caused by the pandemic, we all need these skills more than ever. But how can we increase social and emotional skills in children throughout the globe in a systematic way? HundrED and The LEGO Foundation have partnered in this Spotlight project to identify impactful and scalable solutions that help parents and educators support the development of children’s social and emotional skills.
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Eren, Ozkan, i Naci Mocan. Emotional Judges and Unlucky Juveniles. Cambridge, MA: National Bureau of Economic Research, wrzesień 2016. http://dx.doi.org/10.3386/w22611.
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Mendov, George, Trifon Trifonov i Kalin Georgiev. Solving an Emotional Memory Equation. "Prof. Marin Drinov" Publishing House of Bulgarian Academy of Sciences, grudzień 2018. http://dx.doi.org/10.7546/crabs.2018.12.12.
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Ivanova, E. S. FEATURES OF EMOTIONAL INTELLIGENCE In Adolescence. LJournal, 2017. http://dx.doi.org/10.18411/a-2017-005.
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Marshak, Ronni. The Emotional Rollercoaster within Customer Scenarios. Boston, MA: Patricia Seybold Group, listopad 2012. http://dx.doi.org/10.1571/ht11-01-12cc.
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Aknin, Lara, Guy Mayraz i John Helliwell. The Emotional Consequences of Donation Opportunities. Cambridge, MA: National Bureau of Economic Research, listopad 2014. http://dx.doi.org/10.3386/w20696.
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Green, Crystal, i Clara García-Millán. Policy Report: Social & Emotional Learning. HundrED, maj 2022. http://dx.doi.org/10.58261/gqnj2653.
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Social and emotional skills are crucial for all of us to thrive in today’s unpredictable world. Thus, social and emotional learning (SEL) has become a top priority on the agendas of education stakeholders in many countries. From an equity perspective, ensuring that every child has access to SEL requires a systemic approach and a strong commitment from those responsible for formulating educational policies. This policy report is aimed at policymakers eager to widen their understanding, address the challenges and increase the opportunities for social-emotional learning in their education system. The report is a joint effort by HundrED and the LEGO Foundation to highlight relevant research, share key challenges and showcase successful solutions implemented across the world.